Ondas en juego y otras actividades educativas en el contexto de la educación rural

Abstract

This report systematizes the process and outcomes of the pedagogical practicum carried out within the framework of the "PTA/FI 3.0" Program (Tutoring for Learning and Integral Formation), led by the Ministry of National Education. The practicum was developed at the Institución Educativa Pedregal Alto in the municipality of Sutamarchán, Boyacá. The objective was to design and implement didactic activities aimed at strengthening both the academic competencies and the socioemotional skills of students, through a critical, holistic, and context-sensitive lens grounded in the rural setting. The initial phase focused on the legal and pedagogical framework of rural education in Colombia, exploring differentiated policies aimed at promoting equity in historically marginalized territories. The General Education Law and related decrees were reviewed, with special emphasis on the role of PTA/FI 3.0 as a tool to ensure relevant educational processes in rural contexts. The document also analyzes the proposal of Poder Pedagógico Popular (Popular Pedagogical Power), as an initiative that transforms the traditional role of schools and promotes contextualized, critical education committed to territorial autonomy and social justice. The practicum focused on the Basic Learning Rights in Natural Sciences for sixth and seventh grades, with an emphasis on physics topics such as optics, magnetism, and measurement. These contents were used to foster observation, analysis, and experimentation skills, with the goal of generating meaningful learning. The proposal was inspired by the Escuela Nueva model, which has redefined pedagogical practices in rural areas and serves as an important foundation of the PTA/FI 3.0 program. The project was articulated with the PTA/FI 3.0 and Viva la Escuela programs to help reduce learning gaps exacerbated by the pandemic. A dialogical approach was adopted, recognizing all members of the educational community as knowledge bearers and co-constructors of situated knowledge. A key strategy was the incorporation of the CRESE approach (Citizenship for Reconciliation, Anti-Racist, Socioemotional, and Climate Change Education) and the integration of various knowledge areas through the Center of Interest “Mathematics – Waves at Play.” This articulation aimed to foster meaningful learning, motivation, curiosity, and adaptation to various educational levels and contexts. The comprehensive development of students was prioritized, taking into account their interests, experiences, and environment. Based on initial diagnostics, pedagogical proposals were adjusted to effectively align with the institution's needs. The project was also implemented in the rural branches of I.E. Pedregal Alto (Ermitaño, La Esperanza, El Cedro, and Resguardo), facing challenges such as road infrastructure and promoting the active participation of the educational community. Based on this work, three core categories were defined to synthesize the experience: 1.Strengthening of scientific competencies and situated socioemotional skills. 2.Consolidation of safe environments for learning and emotional development. 3.Recognition of the territory and its specific needs. This pedagogical project, in alliance with PTA/FI 3.0, was consolidated as a student-centered proposal rooted in the sociocultural context, promoting relevant learning and life skills. The progress made highlighted the importance of including vocational guidance processes and reaffirmed the teacher’s role as a mediator and committed guide in the social transformation of the school.